Lesson Planning
A Guide to Creating a Lesson Plan
Topic: What is your lesson about? This is where you write the theme of your lesson.
SWBAT: (Students will be able to) At the end of your lesson, what will students be able to do?
What will they have learned? This is where you write the goal of your lesson, what you want the
students to learn. Knowing what you want them to learn will help you plan your lesson.
Skills: (speaking, listening, reading and writing)- How and when will the students use these skills in
this lesson?
Materials: What materials do you need for this lesson?
Time: How long will this lesson last?
***************************************************
Warm-Up:
8 minutes
This is the first part of the lesson. The warm-up is usually a 5-10 minute activity. The warm-up
helps students get ready for the lesson and review what they learned during the previous lesson.
Some examples of warm-ups are:
List It!
Categories
Correct the Errors
Evidence
Swat the Fly
Say Anything
Presentation:
12 minutes
This is the second part of the lesson. The presentation is teacher-directed. The teacher does most
of the talking and students listen. During the presentation the teacher teaches new information (or
reviews new information if it is a review day). The presentation is usually between 10 and 15
minutes. The presentation should be no more than 15 minutes.
Practice:
10 minutes
This is the third part of the lesson. This is a time for students to do guided practice. The students
work with new information they learned during the presentation and receive help from the teacher.
This part of the lesson is usually about 10 minutes.
Application:
15 minutes
This is the final part of the lesson. During the application students work more independently with
the information they learned during the presentation. The teacher observes the students’ work and
helps them when necessary. This part of the lesson is usually 10-15 minutes. Longer application
activities can be finished for homework.
Things to Remember:

Time. Time. Time. It is important to decide how long each part of the lesson will be and
follow these times. If you decide the warm-up should be 8 minutes, don’t let it last 15
minutes. You need to make sure students have time to do every part of the lesson.

Skills. Make sure every lesson gives students an opportunity to practice speaking, reading,
listening and writing. Some lessons may focus on a particular skill, but there should still be a
few minutes to practice other skills.
Lesson Planning: A Sample Lesson Plan
Topic: ‘to be’ and adjectives
SWBAT: Students will be able to use the verb ‘to be’ and adjectives to describe themselves and
others.
Skills: Speaking- Describe others activity (students read their description of a person)
Reading- Describe other activity, Swat the Fly (students read words, sentences)
Writing- Describe themselves activity, Describe others activity (students write description)
Listening- Describe themselves and Describe others activities, Swat the Fly
Materials: pictures, chalk
Time: 45 minutes
*****************************
Warm-Up: Swat the Fly
10 minutes
The teacher asks students to recall the new adjectives they learned during the previous
lesson. Students name the adjectives and teacher writes them on the blackboard. The teacher
divides the class into two teams. One person from each team comes to the blackboard. The seated
students choose an adjective from the blackboard and say it in Kyrgyz or Russian. The students at
the blackboard must find that word in English. The student that finds the word first gets a point for
his or her team. The game continues with different students for 10 minutes.
Presentation: ‘to be’
10 minutes
The teacher introduces the verb ‘to be’ and tells students that ‘to be’ is used with adjectives
in English. Teacher presents the ways to conjugate ‘to be.’
I am
We are
I am not
We are not
You are
You are
You are not
You are not
He is
He is not
She is
They are
She is not
They are not
It is
It is not
Practice: Students describe themselves
10 minutes
The teacher asks students to write 5-8 sentences about themselves using ‘to be’ and the
adjectives they know on a piece of paper. When students are finished, the teacher collects these
papers and reads the sentences aloud. Students must listen to the sentences and guess who is being
described.
Application: Students describe others
15 minutes
The teacher passes out pictures of people cut out of magazines. The teacher asks students to
work in partners and gives each pair of students one picture. The students must describe the person
in their picture using ‘to be’ and the adjectives they learned.
When students finish writing their sentences, the teacher collects the pictures and displays
them on the blackboard so all of the students can see every picture. The teacher numbers the
pictures so they can be identified. Partners read their description. The rest of the class listens and
guesses which picture is being described.